-+TPCK+Model

=__ T __echnological __ P __edagogical __ C __ontent __ K __nowledge (TPACK) Model=



What is the purpose of the TPCK framework?
It is a framework to guide teachers in integrating technology into teaching and learning effectively.

Does knowing TPCK framework enable me to integrate technology effectively?
Knowing is just half the battle won. Learning more about the framework will only guide practitioners in designing their lessons better. More efforts are still required to integrate technology effectively in lessons.

Is there a need to integrate technology to every lesson?
Science and technology are natural, long- standing partners in school and scientists develop technologies for use in their work. Technology should be used to do things that would otherwise be difficult or impossible to do. However, it should not be used to do the same things ordinarily done.

=__**Introducing TPCK **__=

Technological Pedagogical Content Knowledge (TPACK) attempts to ** capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching .**

At the heart of the TPACK framework, is the complex interplay of 3 primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).

The TPACK approach goes beyond seeing these 3 knowledge bases in isolation. On the other hand, it emphasizes the new kinds of knowledge that lie at the intersections between them.


 * Pedagogical Content Knowledge (PCK)** - idea of knowledge of **pedagogy** that is applicable to the teaching of specific content


 * Technological Content Knowledge (TCK)**- the knowledge of the relationship between **technology** and content


 * Technological Pedagogical Knowledge (TPK)**- which emphasizes the ** existence, components and capabilities of various technologies ** as they are used in the settings of teaching and learning


 * Technological Pedagogical Content Knowledge (TPACK) - true technology integration ** is understanding and negotiating the relationships between these 3 components of knowledge.

===** "A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (eg. a mathematician), a technology expert (a computer scientist), and a pedagogical expert (an experienced teacher)." **===